To achieve an African Centered Critical Education Theory, it is necessary, amongst other things, ... more To achieve an African Centered Critical Education Theory, it is necessary, amongst other things, to problematise the hegemonic perception of the pre-colonial education system, with the aim of reconceptualising the said perception based on “reflexive objectivity”. This paper contends the hegemonic perception of the African pre-colonial education system, based on how certain West Africans perceived their pre-colonial education system, with the aim of creating the basis for reconceptualising the said perception. The findings of this paper reveal that, Africans need to broaden their scope of criticism to include certain degrees of objective perception of their history, when comparing pre-colonial Africa to what Africa has evolved to become today.
African pre-colonial education has been described by certain Africans, authors and educational re... more African pre-colonial education has been described by certain Africans, authors and educational researchers as a system of education which seemed flawless, unique and particular to the African people. Such descriptions are often followed by staunch criticism of the Western style system of education in Africa. Having reconceptualised such descriptions, several groups across the regions of West Africa (such as the Boko Haram sect of Nigeria, amongst others), have often called for the abandonment of the Western style system of education, and a return to the pre-colonial ways of living and education. Authors and researchers have called for the need for African centered critical educational theory, the need to reclaiming lost African identity, etc. However, before such calls are followed through, should Africans not strive to objectively identify the likely effects of time on certain pre-colonial cultural practices and specific pre-colonial educational practices? Should Africans not consciously analyse the context within which they perceive their past? Hence, this in depth qualitative study explores how West Africans perceive the West African pre-colonial education system through narratives.
Narrative accounts were collected through two different means: (1) through unstructured interviews with three indigenously trained–“retired”– crafts men (2) from “textual source” – also referred to as “implied narrative”. This research utilises the tension which exists between the equilibrium and the conflict paradigm in relation to education and development in Africa as its conceptual framework.
Empirical materials explored implied that: West African pre-colonial education system is been perceived the same way it was perceived during the fight for political independence in West Africa, and the experience of colonialism influence how certain West Africans construct their meanings of the past. Therefore, the said perceptions present a romantic view. Also, what has changed in African education so far is the culture; the conceptual framework is still the same.
This research concludes that, authors, researchers, policy makers and government bodies, and we common citizens of the independent African states needs not only to liberate our minds from the oppressor consciousness, but also seek to broaden our scope of criticism to include certain degrees of objective perception of our history.
To achieve an African Centered Critical Education Theory, it is necessary, amongst other things, ... more To achieve an African Centered Critical Education Theory, it is necessary, amongst other things, to problematise the hegemonic perception of the pre-colonial education system, with the aim of reconceptualising the said perception based on “reflexive objectivity”. This paper contends the hegemonic perception of the African pre-colonial education system, based on how certain West Africans perceived their pre-colonial education system, with the aim of creating the basis for reconceptualising the said perception. The findings of this paper reveal that, Africans need to broaden their scope of criticism to include certain degrees of objective perception of their history, when comparing pre-colonial Africa to what Africa has evolved to become today.
African pre-colonial education has been described by certain Africans, authors and educational re... more African pre-colonial education has been described by certain Africans, authors and educational researchers as a system of education which seemed flawless, unique and particular to the African people. Such descriptions are often followed by staunch criticism of the Western style system of education in Africa. Having reconceptualised such descriptions, several groups across the regions of West Africa (such as the Boko Haram sect of Nigeria, amongst others), have often called for the abandonment of the Western style system of education, and a return to the pre-colonial ways of living and education. Authors and researchers have called for the need for African centered critical educational theory, the need to reclaiming lost African identity, etc. However, before such calls are followed through, should Africans not strive to objectively identify the likely effects of time on certain pre-colonial cultural practices and specific pre-colonial educational practices? Should Africans not consciously analyse the context within which they perceive their past? Hence, this in depth qualitative study explores how West Africans perceive the West African pre-colonial education system through narratives.
Narrative accounts were collected through two different means: (1) through unstructured interviews with three indigenously trained–“retired”– crafts men (2) from “textual source” – also referred to as “implied narrative”. This research utilises the tension which exists between the equilibrium and the conflict paradigm in relation to education and development in Africa as its conceptual framework.
Empirical materials explored implied that: West African pre-colonial education system is been perceived the same way it was perceived during the fight for political independence in West Africa, and the experience of colonialism influence how certain West Africans construct their meanings of the past. Therefore, the said perceptions present a romantic view. Also, what has changed in African education so far is the culture; the conceptual framework is still the same.
This research concludes that, authors, researchers, policy makers and government bodies, and we common citizens of the independent African states needs not only to liberate our minds from the oppressor consciousness, but also seek to broaden our scope of criticism to include certain degrees of objective perception of our history.
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Papers by Tayo Paul Adenusi PhD.
Narrative accounts were collected through two different means: (1) through unstructured interviews with three indigenously trained–“retired”– crafts men (2) from “textual source” – also referred to as “implied narrative”. This research utilises the tension which exists between the equilibrium and the conflict paradigm in relation to education and development in Africa as its conceptual framework.
Empirical materials explored implied that: West African pre-colonial education system is been perceived the same way it was perceived during the fight for political independence in West Africa, and the experience of colonialism influence how certain West Africans construct their meanings of the past. Therefore, the said perceptions present a romantic view. Also, what has changed in African education so far is the culture; the conceptual framework is still the same.
This research concludes that, authors, researchers, policy makers and government bodies, and we common citizens of the independent African states needs not only to liberate our minds from the oppressor consciousness, but also seek to broaden our scope of criticism to include certain degrees of objective perception of our history.
Narrative accounts were collected through two different means: (1) through unstructured interviews with three indigenously trained–“retired”– crafts men (2) from “textual source” – also referred to as “implied narrative”. This research utilises the tension which exists between the equilibrium and the conflict paradigm in relation to education and development in Africa as its conceptual framework.
Empirical materials explored implied that: West African pre-colonial education system is been perceived the same way it was perceived during the fight for political independence in West Africa, and the experience of colonialism influence how certain West Africans construct their meanings of the past. Therefore, the said perceptions present a romantic view. Also, what has changed in African education so far is the culture; the conceptual framework is still the same.
This research concludes that, authors, researchers, policy makers and government bodies, and we common citizens of the independent African states needs not only to liberate our minds from the oppressor consciousness, but also seek to broaden our scope of criticism to include certain degrees of objective perception of our history.